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Lesson Objective: The students will determine the correct pronoun that matches
the subject of a sentence and construct sentences using the correct pronoun.

Materials/Media:
Make matching game for motivation
Noun Review flip chart
Poster board with sentences partially written on it. (Modeling & guided
practice)
Index Cards Velcroed with pronouns written on them. (Modeling & guided
practice)
Pocket pronouns premade for each student to write on (as we introduce new
information)
Board for the board game
One die
Playing pieces- one for each student
Card to draw from with sentences written on them for the game

Motivation:
As a group, we will play a matching game. One card will have a picture and/or name
on it. Another card will have the pronoun on it. For example, a picture of a boy will
be matching with the pronoun he. The students will take turn trying to find the
matching pairs.

Goal for Learner:
Today we are going to learn about pronouns. Pronouns are words that take the
place of nouns in sentences. You may have heard some pronouns before. Some
pronouns are he, she, it, they, and we. We are going to learn about some pronouns
and also learn how to write sentences using pronouns.

New Information
Lets Review
Can anyone tell me what a noun is?
A noun is a person, place, thing, or idea.
What is the noun in this sentence? Sara went to school.
o Sara is the noun in this sentence, because she is a person and we said
that a noun was a person, place, thing, or idea.


Check for Understanding
I have a noun flip chart for the students to write some example people,
places, and things on. This is a good review, but will also allow me to better
understand if they know what a noun is before I move on to pronouns.


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New Information
Pronouns are words or phrases that take the place of noun in sentences.
Before I state the example sentences, I will mention that instead of saying:
The boy was going to the baseball game, the boy was excited, we can replace
the words boy with the word he. Then, I will repeat the sentence, switching
the noun for the pronoun so that the students can see: The boy was going to
his baseball game, he was excited.
This shows the students that the pronoun can take the place of the noun in
the sentence.
Some pronouns are:
o He- boy, man, Mr. Jones
Ex.- The boy was going to his baseball game, he was excited.
In this sentence, the pronoun he refers to the boy.
o She- girl, woman, teacher
Ex.- The woman was going to the grocery store, she had her
grocery list ready.
In this sentence, the pronoun she refers to the woman.
o We- you and another person
Ex.- Abby and I were playing in the snow, we were so cold!
In this sentence, the pronouns we refers to Abby and I
o They- 2 or more people or objects
Ex. -The boys were playing on the playground, they were
running fast.
In this sentence, the pronoun they refers to the boys.
o It- an object
Ex. - The book was very interesting, it was suspenseful.
In this sentence, the pronoun it refers to the book.
Pronouns keep us from repeating nouns in sentences.

As we begin to learn about pronouns, we will make pocket pronouns. This is a piece
of paper cut of in the shape of a pocket. It will have the 5 main pronouns that I am
focusing on, on it: he, she, it, they, and we on flaps on the pocket. As the students
learn about the pronouns, we will write some examples of nouns that the pronouns
could replace under each specific pronoun. This will help the students better
understand what pronouns are and will help them throughout the lesson.

Modeling
I will have a poster with sentences wrote on it. I will have the pronoun spot blank in
each sentence. I will have pronouns written on index cards with Velcro on the black
of them. I will Velcro a pronoun in the correct spot and then explain to the students
in my group why I placed them where I did.

Guided Practice
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I will then have the students work together to Velcro the pronouns in the correct
spot on the poster board. I will have the students explain to me why they placed the
pieces where they did as they go along. (Nonlinguistic Representations and
Cooperative Learning)

Check for Understanding
As the students are working together to fill in the missing pronouns on the chart, I
will be asking them some questions.
Why did you place the pronoun where you did?
Does the pronoun match the noun in the sentence? How do you know?

Practice/Application
I will bring a board game.
There will be a pile of cards to draw from, about 20-30 cards, each with a
sentence on it
One die and moving pieces for each student.
The cards for the game have sentences on them. If the students can tell me the
correct pronoun that will replace the noun in the sentence then they get to roll the
die and move those spaces. The person who moves the farthest wins!
The student will repeat the sentence to the group, using the correct pronoun in the
place of the noun. This allows me to see if they are able to form correct sentences
or not using pronouns.
This will assess whether or not the students have learned anything from my lesson
or not.

Closure
We have learned a lot about pronouns today! I want to review what we have
learned. Can someone tell me what a pronoun is? Can someone give me an example
of a noun and pronoun that go together? Can someone give me a sentence with a
noun and pronoun that match? Pronouns are good to use when you write sentences
and when you talk so that you do not have to use the persons name over and over
again.

Evaluation of Student Learning: (refers to objective, includes checklist/rubric)
1 3 5 Score
Student does not
match the pronoun
with the correct
noun.
Student matches
the correct noun
with the correct
pronoun.

Student cannot
form a sentence
with a matching
noun and pronoun.
Student forms a
good sentence, but
does not match the
noun to the correct
pronoun.
Student forms a
good sentence with
the noun
correlating to the
correct pronoun.

Total: / 10
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Lesson Extension:
To further extend the lesson, I will have the students look around Mrs. Holders
classroom and locate any pronouns that they see. They will then make up sentences
using these pronouns. This will further the students knowledge that they have
learned during this lesson and see if they are able to write complete sentences using
pronouns on their own.

Annotated Bibliography:
Informational Resources

Kesselman-Turkel, J. (1982). The grammar crammer: How to write perfect sentences.
Chicago, Illinois: Contemporary Books.
I found this book in Educational Resources in Bracken Library. I used this
book to learn about pronouns and the different kinds of them. Even though I did not
use this, this book does have practice quizzes to assessment the students learning.

Davidson, J. (1980). How to improve your grammar. New York, New York: Franklin
Watts.
I found this book in Educational Resources in Bracken Library. I used this
book to learn a little more about pronouns. Some of the ideas in this book helped
me form sentences for the activities in my lesson.

Terban, M. (1993). Checking your grammar. New York, New York: Scholastic, Inc.
I found this book in Educational Resources in Bracken Library. I used this
book to learn about pronouns and to find sentences to use in the activities in my
lesson.

Instructional Resources
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Heller, R. (1999). Mine, all mine: a book about pronouns. New York, New York: Puffin
Books.
I found this book in Educational Resources in Bracken Library. It is a fun
book that has creative ways to teach students about pronouns. I used this book to
help me find some sentences with pronouns that I could use throughout my lesson.
I originally wanted to read this book to the students, but the book was a little
confusing after I read it so I did not think it would be a good idea to read it to my
group.
Jove, A. (n.d.). Grammar for kids- pronouns. Retrieved from
https://sites.google.com/site/easygrammar4kids/pronouns
This website has fun and creative activities for students and teachers that are
about teaching pronouns. I would use this website as a gear up activity or to help
students who are struggling with pronouns. There are games and visuals for many
levels.